Reading and listening comprehension in the narrative of students with ADHD comorbid with Dyslexia
Main Article Content
Abstract
The aim of this study was to test the possible impact of the form information in presented (reading vs. listening situation) on the comprehension of narrative texts in students with ADHD comorbid with dyslexia. An experimental group with a mean age of 8.5 years and a control group with a mean age of 8.9 years participated. Three measures were used to analyse comprehension: lexical diversity, cohesive resources and episodic structure. The results showed no significant differences in the control group on all the measures under study, but there were significant differences in some measures in the experimental group, so that the use of cohesive resources and lexical diversity were favoured by the reading situation. Measures of episodic structure were not significantly affected by presentation modality.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles published at Ocnos will have a Creative Common Licence Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported
Downloads
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Beitchman, J. H., Hood, J., Rochon, J., Peterson, M., Mantini, T., & Majumdar, S. (1989). Empirical classification of speech/language impairment in children I. Identification of speech/language categories. Journal of the American Academy of Child & Adolescent Psychiatry, 28(1), 112-117. https://doi.org/10.1097/00004583-198901000-00021
Bellani, M., Moretti, A., Perlini, C., & Brambilla, P. (2011). Language disturbances in ADHD. Epidemiology and Psychiatric Sciences, 20(4), 311-315 doi:10.1017/S2045796011000527
Bellano, M., Moretti, A., Perlini, C. & Brambilla, P. (2011). Language disturbances in ADHD. Epidemiology and Psychiatric Sciences, 20(4), 311-315. http://dx.doi.org.accedys.udc.es/10.1017/S2045796011000527
Cain, K., & Bignell, S. (2014). Reading and listening comprehension and their relation to inattention and hyperactivity. British Journal of Educational Psychology, 84(1), 108-124. https://doi.org/10.1111/bjep.12009
Catts, H. W., Hogan, T. P., Adlof, S. M., & Barth, A. E. (2003, June). The simple view of reading changes over time. In annual meeting of the Society for Scientific Study of Reading, Boulder, CO
Dhar, M., Been, P. H., Minderaa, R. B., & Althaus, M. (2008). Distinct information processing characteristics in dyslexia and ADHD during a covert orienting task: An event-related potential study. Clinical Neurophysiology, 119(9), 2011-2025. https://doi.org/10.1016/j.clinph.2008.05.027
Dittman, C. K. (2016). Associations between Inattention, Hyperactivity and Pre- Reading Skills before and after Formal Reading Instruction Begins. Reading and Writing: An Interdisciplinary Journal, 29(9), 1771-1791. http://dx.doi.org.accedys.udc.es/10.1007/s11145-016-9652-x
Dunn, L. M., Dunn, L. M., & Arribas, D. (2006). Peabody, test de vocabulario en imágenes. Madrid: TEA ediciones.
Ehm, J., Kerner auch Koerner, J., Gawrilow, C., Hasselhorn, M. & Schmiedek, F. (2016). The Association of ADHD Symptoms and Reading Acquisition during Elementary School Years. Developmental Psychology, 52 (9), 1445-1456. http://dx.doi.org.accedys.udc.es/10.1037/dev0000186
Erickson, L., Thiessen, E., Godwin, K., Dickerson, J. & Fisher, A. (2015). Endogenously- and Exogenously-Driven Selective Sustained Attention: Contributions to Learning in Kindergarten Children. Journal of Experimental Child Psychology, 138, 126-134. http://dx.doi.org.accedys.udc.es/10.1016/j.jecp.2015.04.011
Flake, R. A., Lorch, E. P., & Milich, R. (2007). The effects of thematic importance on story recall among children with attention deficit hyperactivity disorder and comparison children. Journal of Abnormal Child Psychology, 35(1), 43-53. https://doi.org/10.1007/s10802-006-9078-z
Gooch, D., Snowling, M. & Hulme, C. (2011). Time Perception, Phonological Skills and Executive Function in Children with Dyslexia and/or ADHD Symptoms. Journal of Child Psychology and Psychiatry, 52(2), 195-203. http://dx.doi.org.accedys.udc.es/10.1111/j.1469-7610.2010.02312.x
Haghshenas, S., Hosseini, M. S., & Aminjan, A. S. (2014). A possible correlation between vestibular stimulation and auditory comprehension in children with attention-deficit/hyperactivity disorder. Psychology & Neuroscience, 7, 159-162. https://doi.org/10.3922/j.psns.2014.009
Hlas, A. C., Neyers, K., & Molitor, S. (2019). Measuring student attention in the second language classroom. Language Teaching Research, 23(1), 107-125. https://doi.org/10.1177/1362168817713766
Jarrett, M. A., Gilpin, A. T., Pierucci, J. M. & Rondon, A. T. (2015). Cognitive and Reactive Control Processes. International Journal of Behavioral Development, 40(1), pp. 53-57. http://dx.doi.org.accedys.udc.es/10.1177/0165025415575625
Kim, Y. G. (2016). Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141, 101-120. http://dx.doi.org.accedys.udc.es/10.1016/j.jecp.2015.08.003
Leonard, M. A., Lorch, E. P., Milich, R., & Hagans, N. (2009). Parent—Child Joint Picture-Book Reading Among Children With ADHD. Journal of Attention Disorders, 12(4), 361-371. https://doi.org/10.1177/1087054708315135
Lightbody, A. A. (2002). Effects of neurological processes on decoding, reading comprehension, and listening comprehension in children with ADHD. University of California, Los Angeles.
Loh, P. R., Piek, J. P. & Barrett, N. C. (2011). Comorbid ADHD and DCD: Examining Cognitive Functions Using the WISC-IV. Research in Developmental Disabilities: A Multidisciplinary Journal, 32 (4), 1260-1269. http://dx.doi.org.accedys.udc.es/10.1016/j.ridd.2011.02.008
Lorch, E. P., Milich, R., Sanchez, R. P., van den Broek, P., Baer, S., Hooks, K., ... & Welsh, R. (2000). Comprehension of televised stories in boys with attention deficit/hyperactivity disorder and nonreferred boys. Journal of Abnormal Psychology, 109(2), 321.
Maldonado, A., Sebastián, E., & Soto, P. (1992). Prueba de Evaluación del Retraso en Lectura (PEREL). Madrid: Universidad Autónoma de Madrid
Mayes, S. D., Calhoun, S. L., & Crowell, E. W. (2000). Learning disabilities and ADHD: Overlapping spectrum disorders. Journal of learning disabilities, 33(5), 417-424. https://doi.org/10.1177/002221940003300502
Mayes, S. D., & Calhoun, S. L. (2007). Learning, attention, writing, and processing speed in typical children and children with ADHD, autism, anxiety, depression, and oppositional-defiant disorder. Child Neuropsychology, 13(6), 469-493. https://doi.org/10.1080/09297040601112773
McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003). Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment. Journal of Abnormal Child Psychology, 31(4), 427-443. https://doi.org/10.1023/A:1023895602957
Miller, A. C., Keenan, J. M., Betjemann, R. S., Willcutt, E. G., Pennington, B. F., & Olson, R. K. (2013). Reading comprehension in children with ADHD: Cognitive underpinnings of the centrality deficit. Journal of Abnormal Child Psychology, 41(3), 473-483. https://doi.org/10.1007/s10802-012-9686-8
Miranda, A., Fernández, M.I., García, R., Roselló, B. & Colomer, C. (2011). Habilidades lingüísticas y ejecutivas en el Trastorno por Déficit de Atención (TDAH) y en las Dificultades de Comprensión Lectora (DCL). Revista Psicothema, 23 (4), 688-69. https://doi.org/10.14198/DCN.2017.4.1.07
Nilsen, E. S., Mangal, L. & MacDonald, K. (2013). Referencial Communication in Children with ADHD: Challenges in the Role of a Listener. Journal of Speech, Language and Hearing Research, 56 (2), 590-603. http://dx.doi.org.accedys.udc.es/10.1044/1092-4388(2012/12-0013)
Purvis, K. L., & Tannock, R. (1997). Language abilities in children with attention deficit hyperactivity disorder, reading disabilities, and normal controls. Journal of Abnormal Child Psychology, 25(2), 133-144. https://doi.org/10.1023/A:1025731529006
Raven, J. C. (1990). Test de matrices progresivas. Editorial Paidós.
Re, A. M. & Cornoldi, C. (2015). Spelling Errors in Text Copying by Children with Dyslexia and ADHD Symptoms. Journal of Learning Disabilities, 48(1) 73-82. http://dx.doi.org.accedys.udc.es/10.1177/0022219413491287
Sanson, A., Prior, M., & Smart, D. (1996). Reading disabilities with and without behaviour problems at 7–8 years: prediction from longitudinal data from infancy to 6 years. Journal of Child Psychology and Psychiatry, 37(5), 529-541. https://doi.org/10.1111/j.1469-7610.1996.tb01439.x
Shalev, L., Kolodny, T., Shalev, N. & Mevorach, C. (2016). Attention Functioning among Adolescents with Multiple Learning, Attentional, Behavioral and Emotional Difficulties. Journal of Learning Disabilities, 49 (6), 582-596. http://dx.doi.org.accedys.udc.es/10.1177/0022219415579125
Swanson, E., Barnes, M., Fall, A & Roberts, G (2018). Predictors of Reading Comprehension among Struggling Readers Who Exhibit Differing Levels of Inattention and Hyperactivity. Reading & Writing Quarterly, 34(2), 132-146. http://dx.doi.org/10.1080/10573569.2017.1359712
Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology, 9(1), 77-110.https://doi.org/10.1016/0010-0285(77)90005-6
Tinius, T. P. (2003). The integrated visual and auditory continuous performance test as a neuropsychological measure. Archives of Clinical Neuropsychology, 18(5), 439-454 https://doi.org/10.1093/arclin/18.5.439
Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(8), 1039-1048. https://doi.org/10.1111/1469-7610.00691
Willcutt, E. G., Pennington, B. F., & DeFries, J. C. (2000). Twin study of the etiology of comorbidity between reading disability and attention‐deficit/hyperactivity disorder. American Journal of medical genetics, 96(3), 293-301. https://doi.org/10.1023/A:1005170730653